2012 HSC Notes from the Marking Centre – Filipino Continuers
Contents
Introduction
This document has been produced for the teachers and students of the Stage 6 course in Filipino Continuers. It contains comments on student responses to the 2012 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with the relevant syllabus, the 2012 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Filipino.
NOTE: Teachers and students are reminded that in 2013, the revised Filipino Continuers syllabus and examination specifications will be examined for the first time.
General comments
Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.
Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.
Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked, or verbs that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.
Oral examination
General comments
The oral examination for Filipino Continuers consists of two sections: the Conversation and the Discussion. The duration of the oral examination is approximately 7 minutes for Conversation and approximately 8 minutes for Discussion.
In the Conversation, the examiner will ask the candidate questions about his or her personal world (for example his/her life, family and friends, interests and aspirations) as it relates to the prescribed topics in the syllabus. Neither the number of questions nor the number of topics covered by the examination is predetermined. The questions the examiner asks may relate to a previous response made by the student or introduce a new topic. Candidates should answer each question only with information related specifically to the question asked. Candidates are encouraged to respond in such a way that they demonstrate knowledge and understanding of a range of structures and vocabulary, but not through the inclusion of material irrelevant to the question asked. If they do not understand a question, candidates may ask for the question to be repeated, clarified or rephrased in the language being examined.
In the Discussion, the examiner will ask the candidate a series of questions relating to the student’s in-depth study. The subject of the study will relate to one or more of the prescribed themes or topics and involve the in-depth study of at least three texts, one of which will be a literary text, such as a novel, play, film or poem. Students should be prepared to discuss issues related to the study as well as the texts/resources studied. Students must not bring objects such as photographs, posters or pictures to the examination.
Conversation and Discussion
Many candidates demonstrated considerable background knowledge of the language and therefore showed fluency and accuracy of intonation and pronunciation, sophisticated expression and a variety of vocabulary. In the Discussion section, candidates integrated first-hand cultural experiences and knowledge of Filipino social and economic issues with the topics researched, and a number supported their discussion with a wide range of appropriate responses.
In weaker responses, communication was marred by inaccuracies in grammar and pronunciation and repetition of vocabulary and phrases. Candidates used English words in the conversation such as numbers, dates and time. These are to be avoided. In the Discussion, some candidates chose topics that did not allow them to fulfil the requirements of the task by, for example, presenting a topic for which there were no supporting literary resources available, and therefore not allowing for any depth of discussion. Some had chosen topics that lent themselves well to research using literary resources, but failed to include these kinds of texts in their study.
Students should use at least one literary resource, such as a film, novel, short story, poetry, or play. Supporting a study with such resources allows students the opportunity to present different points of view on topics and this can add both breadth and depth to the discussion.
Written examination
Listening and Responding
Part A
Question 1
Many candidates answered this question appropriately. In weaker responses, candidates did not indicate the increased fee amount, or they misinterpreted the change in fee as the total cost, and some showed a lack of recognition of numbers by referring to an incorrect amount.
Question 2
While many candidates demonstrated a good understanding of the text, a small number could not interpret the implied meaning.
Question 3
In better responses, candidates supported their answer by making reference to the tone and language of the text in demonstrating an understanding of what the text revealed about Andy’s mother. Many candidates simply retold the content, without referring to the language and tone.
Question 4
Candidates should be familiar with numbers and their use in various contexts. In weaker responses to this question, candidates did not have a good understanding of numbers in Filipino.
Question 5
In better responses, candidates justified their interpretations of Jamilla’s and JC’s personal characteristics with reference to the language of the text. In some weaker responses, candidates failed to refer to the language of the text. In some other responses, candidates referred to the efficiency of the cars discussed, rather than to the characteristics of the two speakers.
Part B
Question 6
Many candidates failed to identify the arguments presented regarding the advantages and disadvantages of online shopping.
Question 7
In responding to both parts (a) and (b), candidates showed a good understanding of the text and the requirements of the tasks.
Reading and Responding
Part A
Question 8
- Most candidates correctly identified the audience of the poem.
- In better responses, candidates referred to the text as a whole in analysing the quotation provided. Some candidates misinterpreted the quotation or the word raw within the quotation and candidates responded with reference to sarcasm, rather than listing and explaining how it is to be a good and helpful sibling. Other responses showed a lack of reference to the whole text, concentrating on the fourth strophe only which contained the quotation.
- Many of the responses showed a lack of ability to interpret the text and therefore responses did not identify the message of the poem, and were therefore unable to explain, with reference to language and content, how the message was conveyed.
Question 9
- and (b) were well answered. Responses showed a sound understanding of the text, and included clear references to the purpose of the festival and a listing of its features.
- In better responses, candidates referred appropriately to both texts, identifying the language features and content of both that would persuade Natalie to attend the festival. Some candidates only referred to one of the texts.
Part B
Question 10
In better responses, candidates demonstrated a good understanding of the text, showed an ability to manipulate language appropriately and provided a creative reason to go ahead with the proposed fundraiser, using the correct conventions for the required text type, a formal letter.
In weaker responses, candidates only referred to one text, often the second text and many candidates did not use the features of a formal letter in terms of structure and language.
Writing
Questions 11 and 12
In better responses, candidates produced well-written persuasive texts, with positive, descriptive language promoting Gold Star holiday destinations. These responses were well-structured texts with appropriate introductions, development and conclusions. In weaker responses, candidates tended to focus on descriptive recounts of a holiday which suggested some misinterpretation of the question.
Question 12 produced a wide range of responses, with some candidates referring to cooking, lifestyle or culture. The best responses were appropriate to the text type, a newspaper article, and were subjective narratives with the writer’s views on their expectations versus the reality of their experience. Poorer responses were characterised by elementary language, simple sentence structure and poor understanding of the task requirements.
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